Relationship Building: The First “R” for Principals

Sue A. Rieg, Ed.D.

Associate Professor
Indiana University of Pennsylvania

Joseph F. Marcoline, Ed.D.

Associate Professor
Indiana University of Pennsylvania

Eastern Education Research Association Conference Paper

February 2008

Abstract
School leadership today demands skills, knowledge, and attitudes much different
than those required a short time ago. With the increased accountability for principals to
achieve and maintain adequate yearly progress, test scores are often seen by teachers and
parents as principals’ top priority. Relationships are seen as secondary and they should be
higher on the priority list. It is our contention that if principals spend more time building
relationships with students, teachers, parents, and community members, test scores will
rise and discipline referrals will diminish.

Introduction
We are born out of and live in relationships…The educational leader
needs to recognize that relationships are a fundamental and intrinsic part
of being; we cannot separate our existence from our relationships. Hence,
leadership activities that focus unduly on the technical and bureaucratic
elements of an organization are devoid of meaning. Educational leaders
who acknowledge that human interactions are basic to our lives, to the
creation of meaning, and to the development of understanding are more
likely to take full account of the why, who, what, where, and when of
schooling (Shields, 2006, p.76).

School leadership today demands knowledge, skills, and dispositions very

different than those required a short time ago. “The school principal should be a keeper of
a collective covenant, rather than the custodian of the status quo. She or he must be a
builder of relationships among a number of constituents including teachers, students,
parents and the community at large” (Sorensen & Machell, 1996, p.12). Witmer (2005)
added relationships as the fourth R in education. She contended, “Reading, ‘riting,
‘rithmetic, and relationships are the foundations of an effective educator” (p. 224). With
the increased accountability for principals to achieve and maintain adequate yearly
progress, test scores are often seen by teachers and parents as principals’ top priority
(Ried, 2004). After reviewing a 2003 survey of American teachers by Metropolitan Life,
Reg Weaver, president of the National Education Association, reported, “MetLife’s
survey is a reality check to principals that their best efforts to motivate teachers and
students and listen to all school staff, students, and parents are falling short” (as reported
by Reid, 2004). Unfortunately, relationships are seen as secondary and they should be
higher on the priority list. It is our contention that if principals spend more time building
relationships with students, teachers, parents, and community members, test scores will
rise and discipline referrals will diminish.

Research Questions
1. What specific strategies can principals use to build relationships with students?
2. What specific strategies can principals use to build relationships with teachers?
3. What specific strategies can principals use to build relationships with
parents/families?
4. What specific strategies can principals use to build relationships with the
community?

Methodology
Several methods were used to collect data for this study: 1) A thorough review of
literature on principals and relationships was completed. 2) Five principals from China
were surveyed regarding ways they build relationships with young children in their
schools. 3) Principals were interviewed as to how they build relationships with students,
teachers, parents/families and the community. 4) Teachers were informally questioned as
to how principals currently work to build relationships and how they would like to see
principals build relationships with people in their school community.

Review of the Literature

What is a School Principal?
A principal is often defined as the person who is in a leading position in a school
and possibly the most important member of the organization. He/she is the instructional
leader of the school (Palaniuk, 1987) and an effective principal is thought to be a
necessary precondition to an effective school (Marzano, Waters, & McNulty, 2005). A
1977 U.S. Senate Committee Report on Equal Education Opportunity (U.S. Congress,
1970) identified the principal as the most influential person in a school. The committee
stated, “It is the leadership of the principal that sets the tone of the school, the climate for
teaching, the level of professionalism and morale of the teachers, and the degree of
concern for what students may or may not become… If a school is a vibrant, innovative,
child-centered place, if it has a reputation for excellence in teaching, if students are
performing to the best of their ability, one can almost always point to the principal’s
leadership as the key to success” (p. 56).
In the early 1980s, Jack Frymeir chaired a committee to conduct a Good Schools
Project. Frymeir and his colleagues (1984) reported information from more than 28,000
students and 3,200 teachers who lived and worked in 106 schools across America. They
identified several characteristics as being persistent qualities or practices of effective
schools. The first dimension was strong administrative leadership and their interview data
supported the proposition that the principal was a significant factor contributing to school
success. When the committee listed some “Earmarks of a Good School” one key
indicator was “The school principal is a generally liked and respected leader who leads
and collaborates effectively in school and community projects” (p. 221).

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 Kindergarten children, when asked by Chenfield (1988) just what is it that
principals do, gave various responses. A number of ideas were negative and included:
“calling mom when you are bad,” “taking bad kids to the office,” and “going outside to
see who is being bad” (p. 95). Some children viewed the principal as more of an office
manager as they responded the principal talks on the telephone, uses the computer, signs
papers, and rings the bell. Other tasks of principals identified included using the
loudspeaker to call buses, telling people when it is hot or cold, and “telling us everything
he knows” (p. 95). Positive statements from the children included the principal says nice
things to kids, comes to the room and asks the teacher how good the kids were, keeps the
school in order, and is my friend. One young person, after thoughtful deliberation said,
“A principal helps the secretary” (p. 95).
The National Association of Elementary School Principals (NAESP, 1998) stated,
“Skillful principals, in partnership with faculty and community members, will plan for
and provide the necessary information and resources to assure that their schools offer an
enriching, joyful, and meaningful experience for the millions of young children whose
education they lead” (p. 9). They believe the principal is responsible for, among other
duties, stimulating parent involvement and arranging collaboration with community
agencies and programs that work with young children and their families.
In his 2003 book, What Great Principals Do Differently: Fifteen Things That
Matter Most, Whitaker suggested that effective principals focus on people, not programs;
focus on behaviors, then on beliefs; insist on loyalty to the students; maximize the ability
of their high achieving teachers; and establish expectations at the beginning of the school
year. He stated, “When the principal sneezes, the whole school catches a cold… If we
have great credibility and good relationships, people work to please us” (p. 30).

Principals and Relationships in General

The best administrators spend an intense amount of time developing, improving,
and investing in relationships. Positive relationships are the heart of what makes a school
extraordinary. The best leaders build environments of trust, respect, professionalism,
caring, compassion, collaboration, teaming, advising, caring, and nurturing (Connors,
2000). In order for a principal to build relationships with people and positively shape
school culture, it is necessary for the school leader to be visible in the school and
community (Rieg, 2007). With the multitude of responsibilities principals have, being
visible is often difficult. Fullan (1997) said, “Principals are either overloaded with what
they are doing or overloaded with all the things they think they should be doing” (p. ix).
In her 2006 article, Shields suggested, “Relationships are not merely the
beginning, but indeed the foundation of the educative endeavor” (p. 76). She noted that
teaching must be based on relationships of respect and absolute regard and therefore,
leadership should be built on that same foundation--modeling, encouraging, and
demonstrating the importance of relationships and positive interactions.
The Australian Research Council funded a project called An Exceptional
Schooling Outcomes Project (AESOP). The AESOP was not focused on the role of the
principal; however, examination of the factors responsible for effective faculties revealed
the influence principals had made to foster educational achievement (Dinham, 2007).
Dinham reported that the school principals had positive attitudes that were contagious
and they motivated other people through example. The leaders realized negativity can be

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“handicapping” (p. 268), demonstrated a high degree of intellectual capacity and
imagination, and were good judges of people. They were warm, supportive and sensitive
to individuals and the collective needs within the school and community and could work
with a wide range of individuals. The principals could balance the “big picture with finer
detail” (p.268) and could multi-task. Dinham described these principals as authentic
leaders who knew when to consult and when to be courageous, and exhibited the values,
professionalism and behavior they expected of others. The principals were good
communicators and listeners who provided both good and bad feedback. They challenged
people, insisted that teaching and learning was the core purpose of the school, and set a
vision for the future of the organization. These leaders were typically liked, respected,
and trusted. They demonstrated a sense of humor, empathy, and compassion and were
seen to work for the betterment of the school, teachers, and students rather than
themselves.

Principals and Students

As important as these researchers believe this topic is, there is virtually no
scholarly research available on principals’ relationships with students. We found a couple
of brief (one- to two-page) articles in Principal magazine on the topic. Turner (2007)
attempted to “break the spell of the wicked principal” (p. 60) by instilling respect not
fear, and helping students to make responsible decisions in the future. She also reported
that she developed relationships with students by communicating “who I am to the
students” (p. 61) and inviting them to come to her office so she could connect with them.
Kellison (2007) stated that students, teachers, staff and parents want to see an
administrator’s commitment and being present and accessible is a way to demonstrate
that commitment. He also recommended taking time to listen to students, and recognizing
their contributions to the school.
Since the scholarly research is lacking, we drew on our own experiences and our
own research to address this in our study. Here is where we hope to fill the gap in the
literature.

Principals and Teachers

Although today’s principals have neither the time nor the expertise to be
the instructional leader in the traditional sense – by knowing the most –
we can exercise instructional leadership just as powerfully through
facilitating teachers’ learning…Teachers don’t necessarily look for
answers from an instructional leader. But they need to know that their
leader understands and appreciates their work and recognizes their
challenges and frustrations. Teachers need to see their principals as
partners in education, learning with and from them. (Hoerr, 2008, pp. 84-
85).

Hoerr (2008) went on to state that the aspect of leading through facilitating
teachers’ growth is giving input on lessons and leading teachers to make their own
discoveries. He gave the following questions he uses when he gives feedback on a lesson
plan or lesson delivery:
• How did this lesson address the needs of your strongest and weakest students?

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 • What would you do differently the next time you teach this lesson? Why?
• How will you know what your students learned?
• How could you create an assessment tool that would help you teach these
concepts?
Relationship building with teachers by principals helps to underscore the adage that
“all business is personal.” In order to get the most out of their staffs, principals must
establish relationships that are time-tested and solid. This is especially true in public
education, which historically has been recognized as an isolated profession.
Relationships must be professionally supportive, sincere, and consciously developed.
After all, principals are attempting to create teams within their school, which are
connected by relationships, challenge the status quo, and focus on continuous
improvements. No one person possesses all of the skills and knowledge necessary to
operate the organization effectively, and therefore the challenge is to blend the various
strengths (Hyland & Yost, 1994). Team building is somewhat of an art, however, and
should occur under the critical and watchful eye of the principal. Teamwork increases
outputs among all levels of development within the school system, and enables staff
members to work harder than they would as individuals (Ramsey, 1999).
School principals are often held accountable for things beyond their control, such as
the skills students bring to kindergarten, the education attainment of families, the local
tax base, and the pool of available teachers (Reeves, 2006). Reeves contended that it is
more productive to focus on factors we can influence such as teacher assignment. He
stated, “The most important resource any education leader allocates is teachers” (p. 86)
and recommended school leaders ask themselves the following question: “Does every
student in my school have an equal opportunity to have the best teachers…?” (p. 86).
Reeves realized the effect that collective bargaining agreements sometimes limit the
ability to change teachers’ assignments but he believes leaders can use creative options to
improve the equitable distribution of teachers. He suggested offering teachers in the most
difficult classes lower class sizes, more planning time, more professional development
opportunities or greater autonomy. Regarding professional development, he
recommended focusing on what to teach, how to teach it, how to meet the needs of
students, and how to build internal capacity (leadership of professional development
efforts come from the faculty and takes place in the classroom in the context of authentic
teaching). Dinham (2007) agreed that effective principals place a high value on
professional learning, their own and their teachers. He suggested supporting teacher
learning inside and outside the school and recognizing that all teachers can be leaders.
Building relationships between the principal and faculty can happen if the
principal occasionally offers to lend a hand (Kellison, 2007). Principals could teach a
lesson or give a teacher an extended recess by supervising the children.
Teachers of very young children have their own unique needs and program
characteristics. Principals need to be ready to provide moral and emotional support to
teachers in early childhood classrooms (Zeng & Zeng, 2005). Also, school leaders can
provide instructional materials that are appropriate for young children and facilitate
ongoing curriculum evaluation that considers current trends and ideas in early childhood
education (NAESP, 1998).
Positive relationships between teachers and principals do not happen naturally.
Open communication is a key factor in any relationship; thus, teachers and principals

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must stay in constant communication with each other and the families and communities
whom they serve (Rieg, 2007).

Principals and Parents/Families

Ask most parents of young children what they want from their school and they
will respond that they want their children to feel like they are loved and supported. They
want their children to be excited about going to school and be happy when they come
home at night. They want to believe that when their children go to school they are being
properly cared for. It is the principal’s job to make these parents’ wishes happen
(Kellison, 2007).
One principal noted that teachers build relationships with the children and their
parents each year but it is the principal’s job to maintain those relationships (Lucas,
2000). The NAESP (1998) recognized the importance of forming partnerships with
parents when they stated that parent involvement is important to the success of all
elementary programs; for an early childhood program, it is crucial and should be a high
priority of the principal. The NAESP (1998) made the following recommendations:
• Parents share in the development of the school’s educational program, and
so understand and support it. The principal and staff can provide
information through meetings, newsletters and conversations about the
program and its goals.
• Parents are assisted to increase their effectiveness in working with their
children, at home and in school.
• Parent concerns are addressed formally and informally.
• Parents are actively involved in the school’s site council, helping to make
decisions about the program.
• A reciprocal relationship is formed and nurtured. All parties try to make
both school and home places where children feel secure and enjoy success
(p. 28).
Also recognizing the importance of family/school relationships was John Wherry
(2007). He gave best practices as reported by Hoover-Dempsey and Sandler (2005):
• Send parents genuine invitations to attend school.
• Begin a positive relationship with parents and students before they arrive
at school.
• Send home an information packet to all families before school starts.
• Try making some home visits to parents of students in your school.
• Aggressively recruit and engage parents in school activities.
• Have parent volunteers invite other parents in their neighborhoods.
• Organize small “study circles” for parents. (p. 8).
Sadly, Deal and Peterson (1999) contended that parents are interested in their
children’s education but are unsure of what they are supposed to do, “but pretty sure
they’re not always wanted, welcomed, or listened to” (p. 133). Constantino (2007) noted
that the most important element in cultivating family engagement to enhance student
learning is the principal’s belief in it. He stated the importance of promoting the
engagement not just with some families, but with all families, especially those who are
disenfranchised from the school and with their children’s learning. Constantino (2007)
and Whitmer (2005) both recommend making schools inviting to parents. Witmer

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suggested creating lounges and other areas where parents can meet and relax in the
schools and Constantino suggested creating welcoming signs, using signs in multiple
languages, having a greeter to greet parents and families, and creating parking spaces
close to the building for family parking. He also recommended making contacting the
school easy by clearly publishing telephone and fax numbers, e-mail addresses, and web
pages. Constantino also noticed the decline in parental attendance as the students get
older. He suggested moving meetings into the community and designating open-agenda
meetings for families for whom English is not the first language. Complex curriculum
was another factor Constantino believed influences parental involvement. He
recommended encouraging teachers to send home newsletters about what is being taught
and how families can support learning, and encouraged parent-teacher conferences.
Bridging the gap between parental interest and school needs can make a dramatic
difference for a progressive principal. In Building Successful Partnerships, the National
PTA (2000) offers several tips for successful programs:
• Survey parents about their interests, talents, and availability. Include options for
volunteering on the survey; then coordinate the parent resources with those that
exist within the school and among the faculty.
• Survey teachers to find out how they would like to employ parents’ talents.
• Ensure that volunteer activities are meaningful and built on volunteer interests
and abilities.
• Ensure that office staff greetings, signs near the entrances, and other interactions
with parents create a climate in which volunteers feel valued and welcomed.
• Educate and assist staff members in creating an inviting climate and effectively
using volunteer resources.
• Ensure that parents who are unable to volunteer in the school building are given
options for helping in other ways, such as from home or at work.
• Develop a system for staying in touch with all parent volunteers as the year
progresses.
• Organize an easy, accessible system for coordinating the efforts of parent
volunteers, a system that also provides ample training on volunteer procedures
and school protocol.
• Design opportunities for those with limited time and resources to participate by
addressing child-care, transportation, and work schedule needs.
• Show appreciation for parents’ participation, and value their diverse
contributions.
• Develop a system for continually evaluating the parent-volunteer program. (p. 90)

Principals and the Community

“Nothing motivates a child more than when learning is valued by school, family,
and community working in partnership” (Fullan, 1997, p.22). Deal and Peterson (1999)
identified schools as “producers of learning and purveyors of meaning” (p. 130). They
stated that connections to the community seek both of those ends and gave examples of
what school leaders should do:
• Market their schools by keeping the community updated on school
successes.

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 • Build bonds with the community by bringing everyone together in a
“meaningful ceremony.”
• Tie the history of the school with the history of the community.
• Connect to all members of the community (p. 130).
The NAESP (1998) recommended the school principals collaborate with
community agencies to support children’s development, learning, and well-being; and,
cooperate with local, state, and federal agencies in maintaining a directory of child-
focused community agencies and services, and assist families who need those services.
They also recognized that there are an increasing number of single-parent families or
families with two working parents so before and after school programs are necessary.
Suggestions for the principal included maintaining an assessment of the community’s
child care needs, reviewing the school’s transportation plan to assure that child-care
programs are accessible to those who need them, and initiating relationships with child-
care providers and arranging for them to use school facilities.
Knowing the values of your community and the expectations of the community
are also vital. Weaver (2007) cautioned principals to remember that what is acceptable in
some communities is not acceptable in others. The values in urban schools might be
different than those in suburban or rural communities. Wallace (1996) reminded us of the
value of using senior citizens as volunteers within the schools. These experiences give
senior citizens, who have hobbies, life experiences, and specialized expertise, something
to do, look forward to, and feel challenged.

Results
Relationships with Students
Behind every great school stands a great principal! Although this common
denominator has withstood the test of time, the characteristics associated with greatness
are easily identified. These characteristics transcend any school setting, public or private,
and generally begin with the principal knowing the student population. There is no way
around it. Great principals can often recite the names of theirs students, and have a good
grasp of the family dynamics as well. Yes, this takes time, and a conscious effort on the
part of the school leader. However, the rewards of this simple act spill over into many
other facets of the school operation as well.
Great principals greet their students at the school house door, and move with the
student body throughout the school day. The principal and the students become one. The
principal is in the halls, classrooms, cafeteria, study halls, etc. And the school day does
not end with the great principals going home for the evening. The outstanding principals
are equally visible at all evening functions as well. One highly successful high school
principal summed up his efforts in this area in a somewhat succinct fashion. He stated
that he works hard at getting to know each and every student. He knows them by name,
their families, grades, test scores, progress, failures, achievements, involvement in school
sports, music programs, and clubs. It is not unusual for him to know some of their
favorite foods, what pets they have, and other things that make them unique. He treats
them as individuals and makes them feel included, special, and important. They know
that they can go to him in any situation.
In a survey of principals of Chinese primary schools, the principals were asked,
“What do you do as a principal do to build relationships with three to eight year old

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students?” Answers included visiting the classrooms and talking to kids, playing with
kids and having one-on-one conversation with them, being their friend, respecting the
kids and treating them equally, giving them care and nurturing, taking care of them like
they are infants no matter how old they are, and knowing their psychological
development and learning needs (Rieg, 2007).
One kindergarten teacher made it very clear she just wanted a principal to “come
into the classroom often” to get to know the children. She mentioned that students did not
even recognize one of their former principals because the school leader was basically
invisible. The children thought the guidance counselor was the principal because the
counselor was more visible than the building principal. However, she discussed another
principal who came into her classroom regularly and invited the children to her office
“just to see it.” She said it was nice that the students all “piled into the office” and could
sometimes joke with this principal and the principal joked back with them. This principal
showed the kindergarten students she is a “real person” by sharing pictures of her family
and telling the students a little about herself. The kindergarten teacher also said she has
had principals who showed a true interest in the students and their learning by sitting at
centers with the students, observing them, and talking with the children as they worked.
A former first grade teacher shared how her principal built relationships with the students
also through academics. He invited the first graders to come to his office and read to him
or sing a song. Small groups of children would go to his office and enlighten him through
prose or music. The teacher expressed how much the children loved this as they got to
know the principal as someone who valued education, rather than just a disciplinarian.
The principal can also be an integral part of an Instructional Support Team and provide
assistance to struggling learners (Rieg, 2007).
By now, one can begin to see that the great principal has created a family- like
atmosphere, where the commonly quoted phrase of “in loco parentis”, has true meaning.
As adults, we are usually quick to show family and friends recent pictures of our
children. We boost about their achievements, for after all, our children are the most
important people in our lives. We entrust them to public school officials during most of
their developmental years, and expect school personnel to watch over and guide them
through this formative period.
This boosting of loved ones/students is also found with great schools and great
principals. Pictures in their offices and schools highlight the lives of the student body.
When you walk through the halls, are you greeted with signs that reinforce the fact the
school celebrates the family life of the school? Are pictures prevalent with students, staff
and administrators? One elementary principal surveyed on this issue has candid pictures
taken annually by a professional photographer. He then has them enlarged, framed, and
hung in the school halls. The pictures depict the day in the life of students and staff.
These pictures are refreshed each year, and serve as a wonderful memento for retiring
faculty. Yet another highly successful principal celebrates student success with trophy
cases that recognize students for awards for all facets of school life, not just athletics.
The evidence of this family atmosphere is also present in yearbooks, school newspapers,
websites, etc. The culture of the school, which is directed to a large degree by great
principals, should be obvious immediately to everyone who walks through the doors.

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Relationships with Teachers
In order to build the relationships that create teams, principals must gain an in-depth
knowledge of each and every staff member. One highly successful public school
administrator stated that in building relationships with teachers, he gets to know them on
a professional, yet personal basis. This approach enables him to build a personalized
school system, one in which all staff members pull in the same direction. But how does
this translate into the daily routine of the principal? Some of the critical ways in which
the principal builds camaraderie and morale in the school may look different from
principal to principal. However, there are 10 sure fire ways that if exercised routinely,
will produce exponential results:
1. Recognizing teachers for jobs well done each and every day. This might be
through the daily announcements, faculty meetings or personal notes from the
principal.
2. Identifying the shining stars among the staff, and submitting their names for the
local, state and national awards. Professional organizations are eager for these
types of submissions.
3. Remaining visible and approachable through the school day. The principal should
be the first and last person that the teacher sees on a regular day.
4. Attending funerals of staff members’ loved ones. The respective staff members
will never forget the thoughtfulness at what can be some of their darkest days!
5. Staying in touch with teachers that suffer through serious health issues. Teachers
also appreciate the fact that the principal calls to check on them if they have
missed a couple of days of school in a row.
6. Celebrating teacher recognition week by making breakfast/lunch for the staff.
The staff loves to see the principal in an apron! In fact, what better way to thank
the principal and keep the tradition going then by presenting the principal with a
special apron for what should become an annual event?
7. Looking for ways to accommodate the personal needs of the staff. Does the
principal try to cover a teacher’s assignment whose child is in play, receiving an
award, etc.? On a similar note, is the staff member able to stay in touch with an
elderly parent that needs a brief sense of reassurance during the school day?
8. Taking the time to talk to the staff not just about school issues. Is the principal
always preoccupied with the crisis du jour or does he/she find the time to talk
about what is important in the life of the teacher?
9. Supporting the teachers as they deal with the complexities of the job. The
principal must be viewed as the stalwart of organizational strength at all times.
Teachers must never have to wonder where the principal is likely to stand on a
given issue.
10. Recognizing staff members for plateau years of service (i.e., 5, 10, 15,
20…retirement). This recognition program can be part of an annual luncheon, in
which small gifts are presented by the administration. Since many state auditors
frown upon personal gift giving, a gift for the teachers’ work area would more
likely be in order.
Teachers, like students, must feel the personal connection to the school system as
well. They must believe that they are working for an organization that cares about them
as a person first; then an employee. But how is this seemingly simple standard developed

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by building principals? One could easily begin by taking a page from Harvey Mackay’s
1988 work in the envelope manufacturing industry. As an outstanding salesman of a not
so glamorous product, Mackay found it necessary to personalize his business. He kept
biographical information on every client. He knew their spouse’s name, children’s
name(s), likes/dislikes, birthdates, etc. He knew which sports they watched and which
sports they played. When he interacted with his clients, they were immediately elevated
from what normally would have been a secondary relationship, to more closely that of a
primary relationship.
The relationship building between principal and staff is equally interesting from
the staff member’s vantage point. In our informal survey, teachers were queried about the
strategies that the principal uses to nurture these relationships. They viewed the principal
as a caring individual, one that is totally committed to the school system. Teachers were
able to easily approach the principal for advice and support, but for other professional
needs as well. The relationship was build upon trust, mutual respect, and the golden rule.

Relationships with Parents/Families

Ask any effective principal what groups impact the quality of education the most
in their school, and parents are likely to be cited as one of the top contenders. Yet in a
review of the literature on principal’s relationships with parents, the literature is limited,
and thus not likely to be included in any systematic formal outreach efforts of typical
principals. Furthermore, many principals struggle with the effective use of organizations
such as the PTA’s, PTO’s etc., or fail to look for ways to properly utilize the willingness
and readily available talent and resources that parents have to offer. Research has also
shown that parental involvement in public schools tends to drop dramatically after the
intermediate grades. This may be due to the growth and development of the child, their
satisfactory performance/behavior, the increased difficulty of curriculum, or the fact that
many children are from families in which both parents work.
With the lack of any formal avenue for parental involvement, relationship
building becomes difficult at best. Public schools can be viewed as an uninviting world
that remains light years away from the parents’ personal experience decades before.
Public schools remain local institutions with unique subcultures within. The dress,
language (professional and otherwise) and customs in general are difficult to understand
for the typical parent. Couple this atmosphere with the general concerns about security in
post Columbine, and just getting in the door becomes a challenge.

Relationships with Community

School communities are set geographical areas with varying resources. They
include some standard institutions like churches, hospitals, municipal governments, as
well as some not so standard groups such as service clubs, professional organizations,
and retirement centers. Community volunteerism in public schools can be an often
overlooked asset that is readily available in most communities. Here again, effective
principals must harness the community-wide resources available for the benefit of the
school system. This need is more prevalent today in public schools, due in part to
declining budgets and reductions in staff.
In order to properly connect the available community’s resources with the public
school need, principals must be involved in the community, conduct regular assessments,

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and provide the mechanism for the involvement to occur. The proactive principal must go
out in the community and actively recruit. Posters can be displayed, a speakers bureau
established, newsletters utilized, and websites maximized. Principals should ask
themselves if they are also using the community groups adequately in the normal
operation of the school. For instance, is the local Veterans group involved in the
Veteran’s Day school activities? Do the professional groups provide job shadowing and
professional coaching to those students interested in a particular profession?
Coordinating this community effort may be looked upon by the principal as one
additional duty that is added to an already daunting list of job responsibilities. But this
coordination effort can actually be handled by a trained volunteer! In some communities;
the coordinator is paid by a grant, municipality, respective organization or from an
endowment or foundation. Yet in other communities, the school system may offer a
supplemental contract or tax rebate. What better way to reconnect a retired educator or
support staff member? What is most dramatic is that these school community
relationships become symbiotic. On the senior citizen front alone, seniors become
engaged in a system that is sometimes recognized only for its tax burden status.

Implications for Practice

In the days of high accountability, implications of this study are significant for
school administrators. Research supports the importance of school administrators
building relationships with all people involved in the school. If and when trusting
relationships are built, the school will be a learning community with a positive school
culture that leads to increased student achievement. The following are recommendations
for relationship building for school principals:
1. Get to know the students by visiting classrooms and being visible throughout
the school, having children visit the office, learning students’ names, listening
to students and conversing with them, and acknowledging accomplishments
and assisting with struggles.
2. Understand the needs of teachers by being professionally supportive and
sincere, facilitating teachers’ growth through quality professional
development, creating learning teams, assigning teachers to grade levels and
disciplines where they are most effective with students, covering a class period
for a teacher who needs time, recognizing and celebrating teachers for
outstanding work and accomplishments, and listening and showing care and
concern.
3. Build positive rapport with families by forming partnership for school
decision-making, being easily accessible and addressing concerns in a timely
fashion, inviting parents to attend and participate in school functions,
sending home newsletters addressing curricular and school events, making
schools welcoming and inviting for families, and giving parents/families
opportunities to volunteer.
4. Connect to the community through collaboration with agencies and other
community stakeholders, respecting the values of the community, keeping the
community updated on school successes and events, conducting regular
assessments, and utilizing the valuable resources offered by businesses,
organizations, and senior citizens.

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 There is no question in the age of accountability that reading, writing, and
arithmetic are, and should be, important concerns of the school principal; but we believe
those area should not be the main or only concern. Will test scores rise, quality teachers
remain in the field, parents become actively involved in their children’s schooling, and
students reach their fullest potential without the leadership and support of a caring
principal? We believe it takes a principal who understands the importance of, and need
for, that fourth “R”, or should we say “PR,” positive relationships.

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Dr. Sue Rieg is an Associate Professor in the Professional Studies in Education

Department at Indiana University of Pennsylvania where she teaches at the
undergraduate, masters and doctoral levels. Formerly, she was an elementary teacher and
school principal.

Dr. Joe Marcoline is an Associate Professor in the Professional Studies in Education

Department at Indiana University of Pennsylvania where he teaches at the undergraduate
and doctoral levels. Formerly, he was a school district superintendent, building principal,
and secondary social studies teacher.

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